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摘要:眾所周知，大學(xué)的學(xué)習(xí)和中學(xué)的學(xué)習(xí)已經(jīng)不同，大學(xué)的學(xué)習(xí)內(nèi)容主要表現(xiàn)為難度較大、內(nèi)容較廣、課程較多，這就造成了很多同學(xué)不適應(yīng)大學(xué)的學(xué)習(xí)，出現(xiàn)了學(xué)習(xí)效率不高的現(xiàn)象，如何提高學(xué)習(xí)效率已經(jīng)成為多數(shù)大學(xué)生關(guān)注的熱點(diǎn)學(xué)習(xí)問題之一。我們知道影響學(xué)習(xí)者學(xué)習(xí)效率的兩大重要因素是學(xué)習(xí)風(fēng)格和學(xué)習(xí)策略。研究二者之間的關(guān)系對(duì)于提高大學(xué)生自身的學(xué)習(xí)效率具有重要意義。 本研究的主要內(nèi)容是測(cè)試目前在校大學(xué)生的學(xué)習(xí)風(fēng)格類型、分析學(xué)習(xí)策略情況，以及學(xué)習(xí)風(fēng)格和學(xué)習(xí)策略之間的關(guān)系。 研究的過程采用定量分析的方法，通過量表進(jìn)行測(cè)試。量表采用教育學(xué)領(lǐng)域權(quán)威量表《所羅門學(xué)習(xí)風(fēng)格測(cè)試量表》以及自編的《學(xué)習(xí)策略測(cè)試量表》。隨機(jī)測(cè)試了XX學(xué)院在校生大學(xué)生。通過SPSS19.0統(tǒng)計(jì)得出的數(shù)據(jù)，分析大學(xué)生目前學(xué)習(xí)風(fēng)格傾向和學(xué)習(xí)策略水平，并且驗(yàn)證學(xué)習(xí)風(fēng)格和學(xué)習(xí)策略之間的密切關(guān)聯(lián)，從而總結(jié)出學(xué)習(xí)風(fēng)格對(duì)學(xué)習(xí)策略選擇的影響。 通過研究發(fā)現(xiàn)： （1）文理科和其他學(xué)科的大學(xué)生之間學(xué)習(xí)風(fēng)格類型有差異，文科類學(xué)習(xí)者，活躍性、直覺型所占比例較大，分別16.3%、14.9%；而理科類學(xué)習(xí)者，沉思型、序列型所占比例較大，分別是16.6%、14.4%。此外，男女生的學(xué)習(xí)風(fēng)格也存在一定差異，男生中，沉思型、綜合型學(xué)習(xí)者所占比例較大，分別為14.6%、13.3%；女生中，直覺性、言語(yǔ)型、序列型學(xué)習(xí)者所占比例較大，分為15.8%、14.7%、14.2%。 ?。?）大學(xué)生學(xué)習(xí)策略水平整體良好，但學(xué)習(xí)動(dòng)機(jī)水平平均得分為8.282(滿分為15分)，這說明大學(xué)生學(xué)習(xí)動(dòng)機(jī)水平不高，這在一定程度上會(huì)影響到大學(xué)生的學(xué)習(xí)策略水平和合理使用。 ?。?）學(xué)習(xí)者學(xué)習(xí)風(fēng)格和學(xué)習(xí)策略之間存在密切關(guān)聯(lián)?；钴S型學(xué)習(xí)風(fēng)格與助學(xué)策略的使用相關(guān)（P<0.05）；沉思型學(xué)習(xí)風(fēng)格、言語(yǔ)型學(xué)習(xí)風(fēng)格都與信息加工策略的使用相關(guān)（P<0.01）；直覺型學(xué)習(xí)風(fēng)格與感悟型信息加工策略的使用相關(guān)（P<0.05）；感悟型學(xué)習(xí)風(fēng)格與自我測(cè)查策略的使用相關(guān)（P<0.05）；視覺型學(xué)習(xí)風(fēng)格與信息加工策略呈負(fù)相關(guān)；序列型學(xué)習(xí)風(fēng)格與自我測(cè)查策略的使用相關(guān)（P<0.01）；綜合型學(xué)習(xí)風(fēng)格與獲取主要信息的策略使用相關(guān)（P<0.01）。 關(guān)鍵詞：大學(xué)生；學(xué)習(xí)風(fēng)格；學(xué)習(xí)策略；學(xué)習(xí)效率
Abstract:As we all know, the university learning and secondary learning different university learning mainly as difficult, the contents of a wider, more courses, which resulted in a lot of students with college learning, learning efficiency is not high phenomenon gradually has become the focus of attention of the majority of college students learning problems, how to improve the learning efficiency. We know that two important factors affect the efficiency of learners learning styles and learning strategies. Research the relationship between great significance for improving the learning efficiency of the students themselves. The main content of this study is to test and analysis of college students learning styles, learning strategies, and learning styles and learning strategies between the two. The course of the study using a quantitative analysis method, to be tested by the scale. Scale with the authority of the Education field scale Solomon learning style test scale and self learning strategies test gauge. Random testing the honghe university students. By SPSS19.0 statistical data derived from analysis of the college students learning style orientation and learning strategies level, and verify that the close relationship between learning styles and learning strategies, which summed up the learning style of choice of learning strategies. Through the study found: (1)Between the arts and sciences and other disciplines Students learning style different types of learners of the liberal arts, active, intuition, a larger proportion of, respectively, 16.3%, 14.9%, and the science class learners, meditation, sequence large proportion of, respectively, 16.6%, 14.4%.Respectively, in addition to there are some differences in the learning styles of boys and girls, boys, the meditation learners proportion, 14.6%, 13.3%; girls, intuitive, verbal, sequential learners proportion divided into 15.8%, 14.7%, 14.2%. (2) Students 'level of learning strategies as a whole is good, but the level of motivation average score of 8.282 (out of 15), indicating that college students' learning motivation level is not high, which to some extent will affect the level of university students learning strategies and rational use of . (3)There is a close association between learning styles and learning strategies for learners. Active learning style associated with the use of student strategy (P <0.05); contemplative learning style, verbal learning styles are associated with the use of information processing strategies (P <0.01); intuitive learning style and sentiment information processing strategies associated with the use (P <0.05); related to the use of perception learning styles and strategies of self-test check (P <0.05); visual learning styles and information processing strategies was negatively correlated; sequence learning style and self-test check strategy use (P <0.01); integrated learning styles and strategies to get the main information related to the use of (P <0.01). Key words: University student, Learning styles, Learning Strategies, Learning efficiency
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